| All Year |
|---|
interpret unfamiliar English terms using a home language dictionary or online translator. (ELD.K12.ELL.SI.1BAC )
- how to use a home language dictionary or online translation program
| perform rhythmic and melodic patterns accurately by imitating aural patterns demonstrated by the teacher and/or peers. (ELD.K12.ELL.SI.1BAC )
- procedure for aurally deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
- Curwen hand signs and solfeggio syllables
|
perform rhythmic and melodic patterns accurately by reading traditional notation and interpreting music symbols. (ELD.K12.ELL.SI.1BAC )
- pitches on the staff, rhythmic patterns appropriate to the course level
|
| All Year |
|---|
use classroom visual aids to accurately interpret and perform musical symbols and abbreviations. (ELD.K12.ELL.SI.1BAC )
| | communicate with a peer tutor/buddy for clarification on concepts presented in class. (ELD.K12.ELL.SI.1BAC )
|
| All Year |
|---|
imitate musical elements modeled by the teacher and peers. (ELD.K12.ELL.SI.1BAC )
- performance techniques: characteristic tone, balance, blend, mallet technique, intonation
- expressive characteristics: e.g. dynamics, tempo, phrasing
| | All Year |
|---|
perform music in class to demonstrate comprehension and synthesis of skills. (ELD.K12.ELL.SI.1BAC )
- classroom procedures
- performance techniques: proper posture, diction, following a conductor, intonation
| | recognize, count, and notate simple rhythms. (ELD.K12.ELL.SI.1BAC )
|
differentiate between English terminology and musical terminology. (ELD.K12.ELL.SI.1BAC )
- Italian and/or italicized words
|
| First Quarter |
|---|
summarize text. (LAFS.5.SL.1.3BAC )
- Main idea/theme
- Text
- Summarize
| | understand that proper procedures keep students and instruments safe. (MAFS.K12.MP.5.1BAC )
|
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
- e.g., metronome, tuner, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, keyboard instruments, microphone, amplifier
|
| understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
|
| discuss strategies for active listening, e.g., ignore environmental distractions, focus on the music, connect the song to a personal experience, using prior knowledge. (MU.5.C.1.1BAC )
|
| use music vocabulary that will aid in describing a musical excerpt. (MU.5.C.1.1BAC )
|
| create a visual or dramatic representation of one’s listening experience, e.g., listening map, picture, story. (MU.5.C.1.1BAC )
|
| identify and respect differing interpretations of the music. (MU.5.C.1.1BAC )
|
| identify local and national performance venues. (MU.5.F.2.1I R)
|
| describe jobs associated with performance venues, e.g., lights and house manager, stage manager, sound engineer, conductor, musician, actor, box office, ushers. (MU.5.F.2.1I R)
|
| discuss characteristics of successful student musicians. (MU.5.F.3.1BAC )
|
| explain how characteristics contribute to overall learning. (MU.5.F.3.1BAC )
|
| identify notes and rests. (MU.5.S.3.5E R)
|
| write notation for rhythmic patterns that have been performed by someone else on non-pitched instruments. (MU.5.S.3.5E R)
|
| Second Quarter |
|---|
summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (LAFS.5.SL.1.2BAC )
- Summary
- Multi-media presentations
| demonstrate precision in the execution of unison pulse within the ensemble regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic execution and tempo. (MAFS.K12.MP.6.1BAC )
- note/rest values appropriate to course and literature
- time signatures appropriate to course and literature
|
| use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
|
demonstrate precision in execution of pitch accuracy and intonation regarding tonality. (MAFS.K12.MP.6.1BAC )
- using age-appropriate melodic sequences
|
demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style. (MAFS.K12.MP.6.1BAC )
- expressive markings that relate to musical effect regarding dynamics, tempo, phrasing, musical line, dynamics, style, articulations
- standard conducting patterns
- expressive conducting gesture
|
| actively listen to examples of band and orchestra instruments, e.g. violin, clarinet, chimes, harpsichord. (MU.5.C.1.3E R)
|
| classify instruments, aurally, by family. (MU.5.C.1.3E R)
|
| identify voices aurally by tone color. (MU.5.C.1.4E R)
|
| discuss how each voice part sounds individually and in a choir. (MU.5.C.1.4E R)
|
| classify the role of each voice in a mixed choir. (MU.5.C.1.4E R)
|
| identify the elements that contribute to a good performance. (MU.5.C.2.1I R)
|
| develop a student-generated checklist or rubric with guidance from the teacher to critique performances. (MU.5.C.2.1I R)
|
| describe the impact of regional traditions and historical events on generating various types of music, e.g., Quinceanera, military, graduation, wedding. (MU.5.H.1.1I R)
|
| discuss the role of music in day-to-day life of various cultures, e.g., relaxation, motivation. (MU.5.H.1.1I R)
|
| compare and contrast the ways two or more cultures integrate music into their lives. (MU.5.H.1.1I R)
|
| match written patterns in a given melody when presented aurally. (MU.5.S.1.4E P)
|
| echo simple melodic patterns by singing and/or playing. (MU.5.S.1.4E P)
|
| demonstrate healthy singing techniques. (MU.5.S.2.2E P)
|
| sing with others, blending vocal timbres and matching dynamic levels. (MU.5.S.2.2E P)
|
| produce a characteristic instrumental tone. (MU.5.S.2.2E P)
|
| perform on instruments in an ensemble, maintaining a common tempo, blending instrumental timbres, and matching dynamic levels. (MU.5.S.2.2E P)
|
| sing or play with expression and style appropriate for the music performed. (MU.5.S.2.2E P)
|
| respond to the tempo, dynamics, and expressive cues of a conductor. (MU.5.S.2.2E P)
|
| echo melodic patterns using the major scale. (MU.5.S.3.1E P)
|
| demonstrate healthy singing techniques. (MU.5.S.3.1E P)
|
| sing partner songs, rounds, and other songs with two and three independently moving lines, with and without accompaniment, using accurate pitch and rhythm. (MU.5.S.3.1E P)
|
| echo extended rhythmic and melodic phrases on pitched and unpitched instruments. (MU.5.S.3.2E P)
|
| produce a characteristic instrumental tone using appropriate performance techniques. (MU.5.S.3.2E P)
|
| perform melodies and accompaniments on pitched and unpitched instruments with expression and style appropriate to the music. (MU.5.S.3.2E P)
|
| explore a diatonic scale with instruments and voice, e.g. do-ti. (MU.5.S.3.3E O)
|
| identify the notes in a diatonic scale using traditional notation. (MU.5.S.3.3E O)
|
| sight-read short patterns and melodies based on the diatonic scale. (MU.5.S.3.3E O)
|
| echo simple melodic patterns using classroom instruments. (MU.5.S.3.4E P)
|
| Rehearse patterns played by another and sequence into melody and/or accompaniment. (MU.5.S.3.4E P)
|
| perform melody or accompaniment. (MU.5.S.3.4E P)
|
| actively listen to rhythm and melodies presented aurally. (MU.5.S.3.5E R)
|
| write notation for melodic patterns, within the diatonic scale, that have been performed by someone else, i.e., whole or quarter notes only, on the syllable "loo". (MU.5.S.3.5E R)
|
| discuss human experiences, e.g. love, loss, failure, anger, religion, spiritual awareness. (TH.5.H.1.2BAC )
|
| identify characteristics in a selected piece of music that explore human feelings and emotions. (TH.5.H.1.2BAC )
|
| rehearse and perform a selected work with appropriate dramatic interpretation. (TH.5.H.1.2BAC )
|
| Third Quarter |
|---|
utilize pattern recognition to memorize music. (MAFS.K12.MP.7.1BAC )
| reorganize performance practices according to given rhythmic hierarchies. (MAFS.K12.MP.7.1BAC )
- beat groupings and metric stress
|
recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance. (MAFS.K12.MP.7.1BAC )
- patterns such as form, time signatures, phrasing, sequencing, key centers, harmonic structure, voicing, and instrumentation.
|
| recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch. (MAFS.K12.MP.7.1BAC )
|
| understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
|
| discuss historical events that occurred during the composer’s time period. (MU.5.C.1.2I R)
|
| develop a vocabulary to describe expressive elements and style which contribute to the piece. (MU.5.C.1.2I R)
|
| describe how a composer’s title, expressive markings, and instrumentation help the listener find meaning in the work, i.e., Symphony No. 9 - Beethoven, Rodeo - Copland. (MU.5.C.1.2I R)
|
| identify what elements constitute a good performance. (MU.5.C.2.2I R)
|
| employ a checklist or rubric to evaluate a performance. (MU.5.C.2.2I R)
|
| discuss methods of purposeful practice to improve performances. (MU.5.C.2.2I R)
|
| identify expressive and stylistic elements specific to a period or genre of music. (MU.5.C.3.1I R)
|
| develop a checklist or rubric to evaluate a selected piece. (MU.5.C.3.1I R)
|
| Identify characteristics of exemplary musical works, e.g., withstood the test of time, others have used as a pattern, innovation of a new technique, new uses of instruments, mastery of style and techniques, the ability to evoke emotion. (MU.5.C.3.1I R)
|
| discuss the financial impact of performances for the artist and venue. (MU.5.F.2.2I R)
|
| describe ways that live performance contributes to success of the artist, e.g., advertising, name recognition, sporting event appearances. (MU.5.F.2.2I R)
|
| classify selected works from various cultures by style. (MU.5.H.1.3I R)
|
| explain how use of specific musical elements is characteristic of music from various world cultures, e.g., language, folk melodies, texture. (MU.5.H.1.3I R)
|
| compare musical elements from different cultures using a graphic organizer. (MU.5.H.1.3I R)
|
| identify important composers, songwriters, and performers who influenced various historical periods, e.g, classical, early American, 20th and 21st Century (MU.5.H.2.1I R)
|
| classify selected exemplary works from various historical periods by genre, style, and composer, i.e. It Don’t Mean a Thing - Ellington. (MU.5.H.2.1I R)
|
| describe diverse styles of popular, folk, classical, and world music using appropriate vocabulary. (MU.5.O.1.1I R)
|
| actively listen to and analyze a composition to identify meter, rhythmic and melodic elements, form, and tonality. (MU.5.O.1.1I R)
|
| describe the influence of musical elements on the creation of a new piece. (MU.5.O.1.1I R)
|
| identify musical characteristics of a selection that enhance lyrics and communicate ideas, meanings, or emotion. (MU.5.O.3.1BAC )
|
| explain how musical preferences reflect one’s personal experiences. (MU.5.O.3.1BAC )
|
| identify and respect differing values and tastes in music. (MU.5.O.3.1BAC )
|
| respond to the tempo, dynamics, and expressive cues of a conductor. (MU.5.O.3.2E P)
|
| interpret music symbols and terms in repertoire that refer to dynamics, tempo, articulation, and expression when performing. (MU.5.O.3.2E P)
|
| perform on classroom and ethnic instruments with expression and style appropriate to the music. (MU.5.O.3.2E P)
|
| analyze the structure of a familiar song. (MU.5.S.1.3BAC C)
|
| identify musical elements one can manipulate. (MU.5.S.1.3BAC C)
|
| arrange a song by altering one or more musical elements. (MU.5.S.1.3BAC C)
|
| analyze elements of a piece, including chord structure and form, to recognize patterns and sequences that will aid in memorization. (MU.5.S.2.1BAC )
|
| interpret music symbols and terms in repertoire that refer to dynamics, tempo, articulation, and expression when performing. (MU.5.S.2.1BAC )
|
| create a mental or visual image of the piece, e.g., listening map, checklist. (MU.5.S.2.1BAC )
|
| discuss strategies for memorizing music. (MU.5.S.2.1BAC )
|
| perform a selected piece from memory. (MU.5.S.2.1BAC )
|
| Fourth Quarter |
|---|
describe diverse styles of popular, folk, classical and world music using appropriate vocabulary. (LAFS.5.L.2.3BAC )
| | actively listen to and analyze a composition to identify meter, rhythmic and melodic elements, form and tonality. (LAFS.5.L.2.3BAC )
|
| use traditional notation to compose a short vocal or instrumental piece. (LAFS.5.L.2.3BAC )
|
| discuss musical characteristics of a selection that enhance lyrics and communicate ideas and emotions in teacher led whole group, one-on-one and small groups. (LAFS.5.SL.1.1BAC )
|
| compare and contrast a performance with one’s own interpretation of the music. (LAFS.5.SL.1.1BAC )
|
| analyze and discuss specific improvements made through rehearsal and practice. (LAFS.5.SL.1.1BAC )
|
| express one’s owns ideas on a music selection clearly. (LAFS.5.SL.1.1BAC )
|
| explore musical elements through reading, moving, singing, playing, and active listening. (MU.5.F.1.1BAC C)
|
| discuss how musical elements impact a piece of music. (MU.5.F.1.1BAC C)
|
| create a performance of a piece previously learned by altering one or more musical elements. (MU.5.F.1.1BAC C)
|
| discuss importance of attaining music legally. (MU.5.F.3.2BAC )
|
| discuss ways to purchase songs or media safely and legally, e.g., iTunes, Amazon, musician’s website, sharing personal and financial information. (MU.5.F.3.2BAC )
|
| relate intellectual property to physical property, e.g., illegally downloading music is the same as stealing a bicycle. (MU.5.F.3.2BAC )
|
| identify compositional characteristics. (MU.5.H.1.2NTK R)
|
| compare and contrast two or more familiar composers of a similar style using a graphic organizer. (MU.5.H.1.2NTK R)
|
| analyze multiple uses of music in the media. (MU.5.H.2.2NTK R)
|
| explore various media in which to experience music. (MU.5.H.2.2NTK R)
|
| compare and contrast how access to media has changed the way listeners experience music. (MU.5.H.2.2NTK R)
|
| identify critical thinking processes in music. (MU.5.H.3.1BAC )
|
| identify skills used in music that apply to other academic areas. (MU.5.H.3.1BAC )
|
| define motif. (MU.5.O.2.1BAC C)
|
| analyze the melodic direction of a motif. (MU.5.O.2.1BAC C)
|
| incorporate rhythm and melody from one or more motifs into a new melody. (MU.5.O.2.1BAC C)
|
| echo extended melodic and rhythmic patterns and phrases. (MU.5.S.1.1BAC C)
|
| sing or play age-appropriate pieces with proper technique, e.g., posture, matching pitch, breath support. (MU.5.S.1.1BAC C)
|
| discuss musical elements that can be manipulated. (MU.5.S.1.1BAC C)
|
| improvise short rhythmic and melodic phrases. (MU.5.S.1.1BAC C)
|
| create simple variations on familiar melodies. (MU.5.S.1.1BAC C)
|
| identify proper compositional techniques, e.g., text, stepwise motion, home tone. (MU.5.S.1.2BAC C)
|
| explore musical and rhythmic phrases on traditional and nontraditional instruments. (MU.5.S.1.2BAC C)
|
| create short vocal or instrumental pieces using various sound sources. (MU.5.S.1.2BAC C)
|
